Strategies for improving the performance of pupils with free school meals

Current approaches

• Tracking as a sub group (acceleration?)• Discussions at SLT, HoD, HoY level• Setting up specific monitoring processes/structures• PM targets• Adult mentors (active)• Whole school programmes (phonics, reading)• “additional” learning• SENCO leading interventions• Provision in Y7

• Reporting progress to GB

• Systematic meetings with parents

• Developing quality first teaching

• Pupil mentors

• Summer schools

• Cluster focus

Anticipated impact...

Expected: non FSM 74%, FSM 51%

Actual: non FSM 67%, FSM 32%

The Nature of the Challenge?

What Chances Boys?KS1 writing

1 2c 2b 2a 3

Non FSM Non SEN

49% 57% 66% 77% 87%

Non FSM SEN

23% 33% 45% 54% 70%

FSM Non SEN

13% 20% 30% 42% 55%

FSM SEN

7% 9% 10% 21% 38%

What Chances Boys?

KS1 maths 1 2c 2b 2a 3

Non FSM Non SEN

45% 59% 74% 84% 94%

Non FSM SEN

4% 45% 57% 67% 83%

FSM Non SEN

15% 28% 41% 50% 76%

FSM SEN 10% 17% 27% 43% 47%

So what do you do with your freedom?• It will not be enough to build a curriculum on

the interests of interested pupils• It will not be enough to cut and paste the

current curriculum into the new map• It will not be enough to just worry about

revised tracking arrangements• It will not be enough to just “manage” the

curriculum

Given this picture, how do we feel about the initial list?

What would Dave say?

• “Thanks, Pete”

In a “Making Talent” School

• There is an understanding of how children learn that is used plan sequences of lessons that will ensure pupils are on track.

• There is an understanding of the standard expected, what this looks like “along the way” and what to do if pupils are not on track.

• There is an understanding of how to motivate both pupils and teachers

• There is an understanding of the needs of the whole child

It’s hard and takes real skill to teach pupils who are learning that school is not for them

It’s hard and takes real skill to design a curriculum for these pupils, that leads to real learning.

Understanding learning, standards, teaching and planning...

All pupilscohort

All %L4+ RWM

No FSM cohort

No FSM %L4+ RWM

FSM cohort

FSM %L4+ RWM

43 schools

1547 76.7 1199 79.7 348 66.4

138 schools

5349 78.0 4354 82.7 995 57.8

Pupil progress meetings

• Standard, trajectory, blocks, next steps, teaching

• Based on work and planning

• Role of expert

• Role of headteacher

• Review

• In between times support

Good Learning

• Forget Ofsted

• The centrality of YR

• Key facets in learning: mediation of concrete experiences to link with ideas, the role of memory, the role of rehearsal, application, challenge and mental conflict

Peer observation

Piagetian Programmes

• Feuerstein and IE

• Shayer and Adey

Next steps